Har MAT PDF

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MATHEMATICS
CLASS - II
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Published by
The Government of Telangana, Hyderabad.
Respect the Law Grow by Education

Get the Rights Behave Humbly
i Free Distribution by T.S.Government 2018-19

© Government of Telangana, Hyderabad.
First Published 2011

New Impressions 2012, 2013, 2014, 2015, 2016, 2017, 2018
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All rights reserved.
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No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any
form or by any means without the prior permission in
writing of the publisher, nor be otherwise circulated
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in any form of binding or cover other than that in
which it is published and without a similar condition
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including this condition being imposed on the sub-
sequent purchaser.
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The copy right holder of this book is the Director
of School Education, Hyderabad, Telangana.
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This Book has been printed on 70 G.S.M. SS Maplitho Title

Page 200 G.S.M. White Art Card
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Free Distribution by T.S. Government 2018-19

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Printed in India
at the Telangana Govt. Text Book Press,
Mint Compound, Hyderabad,
Telangana.
–– o ––
ii
Textbook Development & Publishing Committee
Chief Executive Officer : Smt. B. Seshu Kumari
Director, SCERT, Hyderabad
Executing Chief Organizer : Sri. R. Jesupadam
Director, Government Textbook Press, Hyderabad
Organising Incharge : Dr. Nannuru Upender Reddy
Prof. Curriculum & Textbook Department
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SCERT, Hyderabad
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Writers
Sri. J. Guravayya, M.R.P., Puttoor Mandalam, Chittoor District.
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Sri. P. Ramesh, Teacher, M.P.P.S. M.M. Puram, Vedurukuppam Mandalam, Chittoor District.
Sri. T. Lakshman Kumar, Teacher, M.P.P.S. Gonugiri, Kuppam Mandalam, Chittoor District.
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Sri. C.H. Keshava, M.R.P. Meryalaguda Mandalam, Nalgonda District.
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Sri. K.V. Syamasundharacharyulu,Teacher, M.P.S. Kottapalli, Vardhannapeta Mdl., Warangal
District
Sri. Y. Venkata Reddy, Teacher & S.R.G. Member, ZPHS, Kudakuda, Nalgonda District.
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Sri. K. Rajender Reddy, Teacher & S.R.G. Member, U.P.S. Thimmapur, Chandampeta Mandal,
Nalgonda District
Coordinator
Sri. K. Bramhaiah,, Professor, S.C.E.R.T. , Hyderabad
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Assistance organising incharge

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Sri. K. Yadagiri, Lecturer,, S.C.E.R.T. , Hyderabad
Editors
Sri. K.K.V. Rayalu, Lecturer, IASE, Hyderabad
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Dr. P. Ramesh, Lecturer, IASE, Nellore.

Dr. S. Sureshbabu, AMO, Rajiv Vidya Mission, (SSA), Hyderabad
Sri. B. Harisarvothama Rao, Lecturer (Retd.,), S.C.E.R.T. , Hyderabadetd., Lecturer, SCERT, A.P.,
Hyderabad
Translator
Sri. K. Venugopal Rao, A.P.E.S. (Retd.,), SCERT, Hyderabad.
iii Free Distribution by T.S.Government 2018-19

FOREWORD
Classes I and II are very important in school education. We consider them the
foundation. The learning by children at higher classes depends on skills of Language and
Mathematics they acquire at the primary stage. Children have some mathematical concepts
before they come to school. The learning of mathematics must be built on the foundation
of the concepts known to them.
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Children use mathematics at every life situation. They estimate, calculate and compare
quantities in an informal way and in meaningful situations. With a view to bidding farwell to
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rote learning and beginning to learn mathematics, textbooks for classes I and II were prepared.
Units have been prepared in such a manner that pupils construct knowledge through
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investigation, observation and achieve mathematical concepts in accordance with the basic
principles laid down in National Curriculum Framework 2005 and Right to Education 2009.
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Meaningful ‘Activities’ and ‘Exercises’ were included such that children understand
mathematical concepts and utilise their knowledge. Mathematical concepts were introduced
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in each unit of this book beginning with events in pupil’s life, games they play and so on.
Activities and exercises ensure that pupils acquire skills like understanding concepts, solving
problems in a systematic way, thinking logically, expressing ideas in mathematical language
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etc. The book contains a large number of pictures besides different situations and activities
to ensure proper understanding of concepts.
Learning mathematics is every child’s right. Children can achieve mastery over
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numbers and the four mathematical operations by utilising these textbooks which have been
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prepared to create interest for mathematics and to ensure learning with enthusiasm. The
requisite teaching-learning material should be prepared and ensure proper utilisation of
children’s learning time by organising teaching-learning processes. This is the first step
towards preparing the textbooks in the new system. We wish all the teachers will implement
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this and ensure that pupils achieve the mathematical skills specified for classes I and II.
31-03-2011 Smt. B.Seshukumari

Hyderabad Director,
SCERT., Hyderabad.
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NOTE TO TEACHERS
• Mathematics textbooks for classes I and II were prepared according to the basic
principles suggested in NCF-2005 and the guidelines given under RTE-2009.
• Units were prepared in such a manner that pupils can learn mathematics with enthusiasm.
• Every unit includes the mathematical concepts known to pupils and new concepts for
the unit concerned besides appropriate exercises.
• The exercises have been prepared to ensure introduction of concepts through day – to
– day / meaningful situations, to get pupils to solve problems that involve logical
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thinking, to express ideas in mathematical language and so on.
• Exercises and activities are so planned that by the end of class I. pupils will be able to
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understand the concepts of number, acquire the ability to add and subtract numbers and
by the end of class II, they will be able to add numbers with regrouping subtract numbers
using the technique of borrowing, acquire the basic concepts of multiplication and
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division and so on.
• At the beginning of any unit, the pupils must helped to observe the pictures given.
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Questions must be asked to test their previous knowledge of mathematical concepts
concerned. The concepts of the unit must be introduced accordingly. In this process,
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locally – available objects like pebbles, seeds, sticks, beads etc., must be made use of
it must be orgnised as a classroom activity.
•
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Then group activities must be orgnised to solve problems in a systematic manner, to

think logically, to estimate things and other exercises. This book includes certain
instructions / suggestions for the teacher. Those instructions must be followed to take
up questioning the pupils, discussing things with them, getting them to observe pictures,
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calculate and recording information etc.

• In the same way encourage pupils to understand the instructions given for problems
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before they can solve the problems by themselves.

• The textbooks have been prepared to help the pupils to take up exploration, observation,
research, confirmation etc., to understand mathematical concepts and apply the
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knowledge for solving problems.

• Towards this end a number of pictures depicting pupil’s real life situations have been
included.
• Children use mathematics extensively in many day – to – day situations consequently
they acquire skills of application. As these textbooks have prepared with this background,
they are to be utilised completely and ensure utilisation of children’s learning time.
v Free Distribution by T.S.Government 2018-19

Syllabus – Expected Outcomes
Unit – 1: Revision - 1
- Numbers from 1 to 20
- Counting different things like animals, birds, trees and writing their number
- Saying the sequence of numbers of things and people and writing them
- Saying the number before, after and between the given numbrs upto 20
- Arranging numbers upto 20 in ascending and descending orders and matching
them
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Unit – 2: Revision - 2
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- Counting the things intens and ones. Saying how many tens and ones there are in
them
- Writing numbers upto 100 in the expanded form.
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- Writing numbers upto 100 in ascending and descending order and matching with
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- Identifying the small and big numbers among the given number writing them.
- Solving certain problems orally
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- Identifying numbers small and big relationship among
- Solving puzzles based on certain conditions (More, Less)
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Unit – 3 and 4: Comparing three-digit numbers
- Counting and saying the numbers as hundreds, tens and ones upto 1000 and writing
them below
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- Saying the place value and face value of digits in a number and writing
- Writing the 3-digit number in the expand form and writing the number when its
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expanded form is given

- Saying how many Rs.100's, Rs.10's and Re.1's there are for a given three- digit
number
- Writing numbers below 1000 in the correct sequence and also in ascending and
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descending orders
- Writing the numbers before, after and between given numbers below 1000
- Writing the given number (1000) in words and writing the number when it if
given in words.
- Forming numbers using the three digits given and saying between
- Using >, <, = symbols to show smaller than about two numbers.
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Unit – 5 and 6: Addition of numbers
- Adding two digit numbers-both in expanded and short forms

- Adding numbers less than 50 orally
- Adding two numbers using the 'carry over' method.
Unit – 7 and 8: Subtraction of numbers
- Subtraction of two digit number-both in expanded and short forms.

- Subtracting numbers upto 50 orally
- Subtracting two numbers using the 'borrowing' method.
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Unit – 9, 10 and 11: Multiplication
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- Understanding that multiplication is nothing but successive addition of the same
number
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- Saying the product of numbers related to numbers in columns and rows
- Writing multiplication tables (1 to 9) by using the method of successive addition
- Writing the product of multiplying a two-digit number by a single-digit number.
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Unit – 12: Division
- Identifying division and the symbol ' ÷ ' concerned.
- Distributing a certain number of things among a certain number of people equally.
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Unit – 13: Length

- Measuring lengths using nonstandard measuring tools
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- Valuing the standard tools of measurment.

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Unit – 14: Weight

- Identifying the heavy and light things among things given
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Unit -15: Volume

- Identifying the more and less size among those given.
Unit – 16: Time

- Describing when things are done in a day (morning, afternoon etc)
- Saying the names of days / months in a order
vii Free Distribution by T.S.Government 2018-19

Unit – 17: Money
- Identifying currency notes / coins

- Giving change for notes less than Rs. 100
Unit – 18: Shapes
- Identifying different geometrical shapes without mentioning names like circle,

square, rectangle, triangle etc. Compares and matches their shapes with things in
daily life.
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Unit – 19: Let Us Record
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- Counting things and recording the number in a table
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CONTENTS
Unit Title Month Page No
1. Numbers from 1 to 20 June 1
2. Numbers from 10 to 99 June 8
3. Numbers with Three Digits July 25
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4. Comparing Three-Digit Numbers July 46
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5. Addition of Numbers August 52
6. Addition of Numbers (Carry over) August 58
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7. Subtraction N September 64
8. Subtraction of Numbers September 70

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9. Multiplication of Numbers (I) October 76
10. Multiplication of Tables ( 1 to 10) November 84

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11. Multiplication of Numbers (II) November 90
12. Division of one number by another number November 94

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13. Length of Things December 100

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14. Weight of Things December 103
15. Measure of Liquids Dec./ Jan. 106

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16. Time January 110
17. Money February 114
18. Shapes February 118
19. Let us Record February 123
Revision March
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OUR NATIONAL ANTHEM
- Rabindranath Tagore
Jana-gana-mana-adhinayaka, jaya he
Bharata-bhagya-vidhata.
Punjab-Sindh-Gujarat-Maratha
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Dravida-Utkala-Banga
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Vindhya-Himachala-Yamuna-Ganga
Uchchala-Jaladhi-taranga.
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Tava shubha name jage,
Tava shubha asisa mage,
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Gahe tava jaya gatha,
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Jana-gana-mangala-dayaka jaya he
Bharata-bhagya-vidhata.
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Jaya he, jaya he, jaya he,

Jaya jaya jaya, jaya he!
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PLEDGE
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- Pydimarri Venkata Subba Rao
“India is my country. All Indians are my brothers and sisters.

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I love my country, and I am proud of its rich and varied heritage.

I shall always strive to be worthy of it.
I shall give my parents, teachers and all elders respect,
and treat everyone with courtesy. I shall be kind to animals
To my country and my people, I pledge my devotion.
In their well-being and prosperity alone lies my happiness.”
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1 Numbers from 1 to 20
1. Look at the following picture, count the different things in it and write
their number.
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1. How many huts are there?

2. How many children are there?
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3. How many branches are there to the Palm tree?

4. How many cows are grazing near the palm tree?
5. How many mangoes can you see on the tree?
6. How many parrots are there on the mango tree?
7. Which are more in number, parrots or mangoes?
Get your pupils to observe the above picture. Get them to count each
category of things. Let them write the correct numbers in the boxes.
1 Free Distribution by T.S.Government 2018-19
2. Look at the picture given below. Answer the following questions.
Ranga John Latha Basha Rama Uma
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Example: Who is the second student? ..................................
John
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1. Who is the third student? .................................
2. Who is the fifth student? ..................................
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3. What is the ordinal number of Basha? ....................
4. What is the ordinal number of Uma? ........................
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3. Look at the picture given below. Write the ordinal number of the student
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shown.
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Example: What is the ordinal number of Seetha ? First

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What is the ordinal number of Latha ?

What is the ordinal number of Hari ?
What is the ordinal number of Uma ?
What is the ordinal number of Giri ?
What is the ordinal number of Rama ?
What is the ordinal number of Shiva ?
What is the ordinal number of Usha ?
Get your pupils to observe the pictures. Help them to understand the task
and answer each question. Create the understanding of ordinal numbers.
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4. Look at the pictures. Read the following items and write their number in the
boxes.
1 2 3 4 5
6 7 8 9 10
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11 12 13 14 15
16 17 N 18
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1. How many animals are there in the above pictures?
2. How many vehicles can you see?

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3. In which box is the a hen?

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4. How many of the above items do you see in your school?
5. How many pictures are there between the comb and the key?
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6. What is the number of the box before the slate?
7. Between which boxes can you see the lock ? and
8. What is the number of the box next to the monkey?
9. What is the number of the box between those that have a book
and the bicycle?
Get your pupils to observe the above pictures. Help them to observe the
method in which the numbers are written in an order. Create the
understanding of numbers that come before, between and after.
|ü<ä∆‘·T\TExercise:
1. Count the pictures. Circle the correct number as shown in the example.
Example:
5 6 7 7 6 5
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7 8 9 12 11 10
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14 15 16
10 9 8
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1. Write the correct number in 3. Draw a around each number

given box.
between 10 and 20. Draw a
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around each number less than 10.

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1 2 5 9
1 6
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6 8 3
8
14 5
11 11
7 10 17
16 20 2
16 15
Get your pupils to understand and solve the exercise from questions 1 to 11.
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4. Write the number that comes before 5. Write the number that comes
the given numbers. between the given numbers.
6 7 3 5
9 10 10 12
14 15 18 20
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18 19 9 11
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6. Write the number that comes after the 7. Write the number that comes before
given numbers. N and after the given number.
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7 8 15
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10 11 17
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13 14 19
8. Identify the bigger number and draw a ª µ around it. Look at the example.
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Example:- 15 6 5 7
8 10 17 7
15 12 10 20
Get your pupils to understand the instructions. Let them solve each sum
by themselves.
9. Observe the given sets of numbers. Write them in the boxes in two ways - one
from the smallest to the biggest and the other from the biggest to the smallest.
Example:- 5, 3, 6, 4, 11
From smallest to biggest. : 3 4 5 6 11
From biggest to smallest. : 11 6 5 4 3
(A) 15, 3, 12, 16, 5, 18 (C) 12, 18, 10, 14, 19, 17
From smallest to biggest : From smallest to biggest :
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From biggest to smallest : From biggest to smallest :
(B) 6, 0, 8, 3, 5, 2
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(D) 2, 17, 13, 14, 8, 5
From smallest to biggest : N From smallest to biggest :
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From biggest to smallest : From biggest to smallest :
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>∑DÏ‘·|üs¡+>± Ä˝À∫+#·&É+ e´ø£Ô|üs¡#·&É+

10. Observe the given sets of numbers. Write the biggest and the smallest. Look at
the example.
Biggest Number Smallest Number
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Example:- 4 16 10 5 16 4
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1. 11 18 17 9
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2. 20 10 5 15
3. 3 7 0 9
Get your pupils to understand the instruction and let them solve the
sums by themselves.
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11. Show the boy the way to the building. Join the numbers in the correct order.
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Get your pupils to understand the instruction. Let them solve the
activity / exercise by themselves.

2 Numbers from 10 to 99
1. Count the bundles of sticks and the loose sticks. Write the numbers
from 10 to 20 in blank boxes.
10 1 11
10 2 12
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10 13
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4 14
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15
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10 10 20
Get your pupils to count the tens and the ones. Let them write the
number in the boxes.
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2. Count the bundles of sticks . Write the correct numbers in the blank boxes.
10 20
20 30
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10 40
AN
50
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70
TE
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80
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90 ?
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3. Look at the Number Ribbon. Write the correct number at each DOT (•)
100
Get your pupils to count the tens and ones and let them write the
numbers in the blank boxes.
4. Numbers from 21 to 30
20 G 1 R 21
2 tens G 1 ones
20 G R 22
2 tens G ones
G 3 R 23
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tens G 3 ones
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G R 24
tens G ones
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N G R 25
tens G ones
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G R
tens G ones
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G R 27
2 tens G 7 ones
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G R
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tens G ones
G 9 R 29
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tens G 9 ones
G R
2 tens G 10 ones
30 G 0 R 30
3 tens G 0 ones
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5. Numbers from 31 to 40.
30 G 1 R 31
3 tens G 1 ones
30 G 2 R 32
3 tens G 2 ones
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G R
tens G ones
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tens ones
30 G 4 R 34
3 G 4
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N G R 35
tens G 5 ones
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30 G R 36
3 tens G ones
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G R 37
tens G ones
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G R
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tens G ones
G R
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tens G ones
G R
3 tens G 10 ones
40 G 0 R 40
4 tens G 0 ones
40 G 1 R 41
4 tens G 1 ones
G R
tens G ones
G 3 R 43
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tens G 3 ones
AN
G R
tens G ones
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N 40 G R 45
4 tens G ones
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G R
tens G ones
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G R
tens G ones
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G 8 R 48
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tens G 8 ones
G R
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tens G ones
G R
4 tens G 10 ones
50 G 0 R 50
5 tens G 0 ones
Get your pupils to count the tens and ones and let them write the correct
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7. Nubmbers from 51 to 60.
50 G 1 R 51
5 tens G 1 ones
G R
tens G ones
G R
tens ones
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G
AN
G R
tens G ones
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G R
tens G ones
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G R
tens G ones
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G R
tens G ones
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G R
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tens G ones
G R
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tens G ones
G R
5 tens G 10 ones
60 G 0 R 60
6 tens G 0 ones
Get your pupils to count the tens and ones let them write the correct
60 G 1 R 61
6 tens G 1 ones
G R
tens G ones
G R
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tens G ones
AN
G R
tens G ones
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N G R
tens G ones
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G R
tens G ones
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G R
tens G ones
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G R
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tens G ones
G R
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tens G ones
G R
6 tens G 10 ones
70 G 0 R 70
7 tens G 0 ones
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70 G 1 R 71
7 tens G 1 ones
G R
tens G ones
G R
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tens G ones
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G R
tens G ones
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G R
tens G N ones
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G R
tens G ones
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G R
tens G ones
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G R
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tens G ones
G R
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tens G ones
G R
7 tens G 10 ones
80 G 0 R 80
8 tens G 0 ones
80 G 1 R 81
8 tens G 1 ones
G R
tens G ones
G R
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tens G ones
AN
G R
tens G ones
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G R
tens G
N ones
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G R
tens G ones
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G R
tens G ones
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G R
tens G ones
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G R
tens G ones
G R
8 tens G 10 ones
90 G 0 R 90
9 tens G 0 ones
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90 G 1 R 91
9 tens G 1 ones
G R
tens G ones
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G R
tens G ones
AN
G R
tens ones
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G
tens
N ones
G R
G
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G R
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tens G ones
G R
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tens G ones
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G R
tens G ones
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G R
tens G ones
90 G 10 R ?
9 tens G 10 ones
12. Observe the of numbers written in ascending and descending orders.
Radha dictated to Ravi some numbers. They are 20, 60, 50 and 70. She asked
him to write the numbers from the smallest to the biggest.
Ravi thought in the following way. 70

60
The smallest among 20, 60, 50, 70 20 50
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The smallest among 60, 50, 70 50
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The smaller of 60 and 70 60 20
The remaining number 70
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Then Ravi wrote the numbers as 20, 50, 60, 70.
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Thus, writing numbers from the smallest to the biggest is known as writing in
ASCENDING ORDER.
Then Radha asked Ravi to write the same set of numbers from the biggest
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to the smallest.
70
Ravi wrote like this.
60
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The biggest among 20, 60, 50, 70 70 50

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The biggest among 20, 60, 50 60
The bigger of 20 and 50 50

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20
The remaining number 20
So if you write 20, 60, 50 and 70 from the biggest to the smallest, you get 70, 60,
50, 20
Thus, writing numbers from the biggest to the smallest is known as writing in
DESCENDING ORDER.
Get your pupils to understand the two orders of writing any given
numbers.
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Exercise
1. Match the pictures with the numbers. One example is given.
30
Ex
am
ple
50
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20
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70
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40
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60
90
Get your pupils to understand the instructions given for the problems.
Help them to do them by themselves.

2. a) Look at the number. Write how many b) Fill in the blank boxes with
tens there are in it? the correct numbers
Example:- Number Tens Number Tens
Ex:-
80 8 50 5
30 6
50 7
90
A
40
20
AN
2
70 3
10
G
10
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3. Count the pictures in tens and ones. Write the correct numbers in the boxes.
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Example:-
(a) tens R1 (d) tens R

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ones R9 ones R
numberR19 numberR
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(b) tens (e)

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R tens R
ones R ones R
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numberR numberR
(c) (f)
tens R tens R
ones R ones R
numberR numberR
Get your pupils to understand the instructions and let them solve the
sums by themselves.
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4. Write the correct numbers in the blank boxes.
Ex: 4 tens G 1 ones R 40 G 1 R 41
(a) 3 tens G 4 ones R G 4 R
(b) 7 tens G ones R G 6 R
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(c) 8 tens G 7 ones R G R 87
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(d) 6 tens G ones R G 8 R 68
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(e) 9 tens G 9 ones R G R
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1 2 3 4 5 6 7 8 9 10
11 12 14 17 20
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25
31 33 38 40
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42 46 49
51 55 58 60
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61 63 67
72 76 79 80
81 84 88 90
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sums by themselves.
6. Draw a ª µ around the smaller number. Look at the examples.
Example:- 30 60 22 32 91 99
75 55 42 22 84 82
43 44 54 64 79 69
39 59 95 75 59 34
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40 44 66 64 47 27
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7. Put a ªµ on the biggest number. 8. Draw a ª µ around the smallest
Example:- number.
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30 40 50

60 Ex:- 31 61 51 41
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(a) (a)
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62 52 32 42 53 63 33 43
(b) 44 34 64 54 (b) 65 35 55 45
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(c) 56 66 46 36 (c) 47 57 67 37
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(d) 38 48 68 58 (d) 59 49 39 69
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9. Identify between which numbers the given numbers lie with a ªµ. Look at the
example.
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Example:- 42 40`50 50`60 30`40
(a) 62 50`60 60`70 70`80
(b) 54 40`50 50`60 60`70
(c) 36 30`40 40`50 50`60
(d) 12 10`20 0`10 20`30
sums by themselves.
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10. Solve the following problems.
a) Ramesh has Rs. 50. Sita has Rs. 30. Who has more money? Answer orally.
..............................................................................................................
..............................................................................................................
b) Pavan got 45 marks in Mathematics, Janaki got 75, Razia got 65 and Vaani got 59.
Say these numbers in ascending order.
..............................................................................................................
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c) Say the number in which 5 in ones place and 7 in tens place.
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d) Say a problem which you can solve using the equation 20 + 5 = 25.
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..............................................................................................................
..............................................................................................................
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11. Write 5 numbers wtih 2 digits using 12. Look at the numbers. Draw ª µ
4, 5, 7. Write them as shown in the around those which are between
example. 20 and 30.
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Ex
Number Tens + Ones
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64 24 17 20 31
Ex:- 57 50 G 7
26 37 22 58 93
SC
76 21 50 64 27
19 30 29 83 18
sums by themselves.
13. Draw ª µ around the numbers where you see 4 in the ones place.
Ex:-
53 87 94 68 42
43 79 84 53 59
54 32 83 74 64
A
81 58 34 57 40
AN
59 48 32 24
14. Play the Rat's tail game.
G
Extend the rat's tail from the smallest to 61 45 39 99
the biggest number given in the grid.
N 63 74 78 92
LA
68 70 80 85
TE
99
15. Show the way to the top of the hill.
63 94
- Start from the lowest row.
T
- Reach the big number from the small 52 87 79

ER
one.
46 54 75 82
- Go upwards or to sidewards but not
downwards. 37 47 63 79 92
SC
- Reach the number 99. 30 39 37 57 69 72

- Show as many ways as you can.
19 24 43 29 63 65
Ex: 11, 20, 24, 39, 47,
54, 87, 94, 99 20 10 41 37 29
11 24 35
sums by themselves.
24
3 Numbers with Three Digits
1. Look at the bundles of sticks and the loose sticks.
How much is 99 + 1?
A
9 tens 9 ones G1
AN
N 9
Gtens 10 ones
LA
n
te
1
TE
10 tens 0 ones
T
ER
1 hundred 0 tens 0 ones
If you add 1 to 99, you get 100.

The number that comes after 99 is 100.
SC
How many tens are there in 100? How many ones are there in 100?
100 = 10 tens. 100 = 100 ones.
The last number with two digits is 99. It means the biggest number with two digits is 99.
There are 3 digits in 100. The first number with three digits is 100. It means 100 is the
smallest number with three digits.
If you add 1 to the biggest number of two digits, you get the smallest number with three
digits.
Get your pupils to count in bundles of sticks and the single stick. Introduce
the number 100 to them.
2. Count in hundreds. Write the correct number in blank boxes.
hundred 1 hundred 100 100 200

1
hundreds hundred 200 100 300
A
AN
hundred 300 400
hundreds
hundreds
N G
hundred 100 500
LA
TE
hundreds hundred 600

T
ER
hundreds hundred
SC
hundreds hundred 700 100
hundreds hundred 800 100 900
Get your pupils to count in hundreds. Help them to understand writing

of numbers 100, 200, .......... 900.
26
3. Look at the bundles of sticks and the loose sticks. Read the numbers.
100 G 0 G 1 R 101
1 ones
1 hundred
100 G 0 G 2 R 102
A
1 hundred 2 ones
AN
100 G 0 G 9 R 109
G
9 ones
1 hundred N
LA
100 G 10 G 0 R 110
1 hundred 1 ten
TE
100 G 20 G 0 R 120
T
1 hundred 2 tens
ER
100 G 40 G 0 R 140
SC
1 hundred 4 tens
100 G 60 G 9 R 169
1 hundred 6 tens 9 ones
Get your pupils to count in bundles of sticks and the loose sticks in hundreds,
tens, ones and help them to understand how to read the numbers from 101
to 169.
4. Look at the bundles of sticks and the loose sticks. Write the numbers in the
blank boxes.
200 G 30 G 6 R 236
2 hundreds 3 tens 6 ones
A
AN
300 G 40 G 9 R
3 hundreds
N
4 tens G 9 ones
LA
TE
300 G 40 G 9 R 405
T
ER
4 hundreds 5 ones
SC
300 G 40 G 9 R
5 hundreds 6 tens
Get your pupils to count in hundreds, tens and ones using bundles of sticks
and the loose sticks. Let them understand how to write the numbers from
101 to 999.
28
5. Look at the bundles of sticks and the loose sticks. Write the correct numbers
in the blank boxes.
300 G 40 G 9 R
A
AN
G
300 G 40 G 9 R
N
LA
TE
300 G 40 G 9 R
T
ER

SC
300 G 40 G 9 R

Get your pupils to count in hundreds, tens and ones using bundles of sticks
and the loose sticks. Let them understand how to write the numbers from
101 to 999.
6. Observe the following charts that show the place value and the face value of the
digits in numbers.
Example-1: Observe the place, place value and face value of the digits in 746.
Number 7 4 6
Position hundreds tens ones
Place Value 7 I 100 R 700 4 I 10 R 40 6I1R6

Face Value
A
7 4 6
Example-2: Observe the place, place value and face value of the digits in 805.
AN
Number 8 0 5
G
Place Value
N
8 I 100 R 800 0 I 10 R 0 5I1R5
LA
Face Value 8 0 5
Now write the place, place value and face value of the digits in 504.
TE
Number 5 0 4

T
ER
Place Value I R I R I R
Face Value
SC
Look at the following table. Write the place and place value of the digit.
Number What is the place of 0? What is the place value?
420
504
Wherever there is 0 in a number, its place value is 0.
Help your pupils to understand the digits in a number, their place values
and face values as shown above. Similarly help them to understand the
face value of zero.
30
7. Observe th following notes and coins. Count in Rs.100, Rs.10 and Re.1.
Rama went to a shop. She purchased some notebooks. She has to pay Rs. 123. She
had 2 one-hundred notes, 9 ten rupee notes and 10 one-rupee coins. How many notes
and coins should she pay the shopkeeper?
To pay Rs. 123, how many

notes and coins should I
A
give the shopkeeper?
AN
G
To pay Rs. 123
N
Rama must give hundred - rupee
1 note
LA
2 ten - rupee notes, and
3 one rupee coins.
TE
T
ER
If she has to pay To pay Rs. 345, Rama

SC
Rs. 345, how many must give

notes and coins must 3 hundred - rupee notes
she give the 4 ten - rupee notes and
shopkeeper ? 5 one - rupee coins.
Help your pupils to understand the short and expanded forms of numbers as,
shown above.

8. Write the given numbers in the expanded form. Look at the example.
Ex: 256 R 200G50G6 1. The expanded form of 384 is .........

Place value of 2 R 200 Place value of 3 R
2. The expanded form of 709 is 3. The expanded form of 650 is ..........
A
700 G0G9
Place value of 6
AN
Place value of 7 R R
Place value of 0 R Place value of 5 R
Place value of 9 R Place value of 0 R
G
9. Write the number in the short form. N
Ex 1:` 400 G 60 G 5 R 465 Ex 2:` 800 G 0 G 5 R 805
LA
4 0 0 8 0 0
TE
G 6 0 G 0 0
G 5 G 5
T
4 6 5 8 0 5
ER
1.900 G 50 G 6 R .......... 2. 600 G 30 G 0 R ..........

SC
G G
G G
Help your pupils to understand how to write numbers in the expanded and
short forms as shown above.
32
10. Look at the currency notes and coins. Say how much you get if you add one
to 999
A
AN
N G
LA
TE
T
ER
SC
Get your pupils to observe the currency notes and coins. Introduce the
number 1000 to them.
A
AN
N G
LA
TE
T
ER
If you add 1 to 999, it becomes 1000.

SC
999 G 1 R 1000
How many 100s are there in a thousand? How many 10s are there?
How many ones are there ?
1000 R 10 hundreds, 1000 R 100 tens, 1000 R 1000 ones.
Thousand is a four - digit number.
The last number among three - digit numbers is 999.
The biggest number among three - digit numbers is 999.
The first number among four - digit numbers is 1000.
The smallest number among four - digit numbers is 1000.
Get your pupils to observe the currency notes and coins. Introduce the
number 1000 to them.
34
Exercise.

(a)
101 102 103 104 105 106 107 108 109 110
111 114 116 117 119 120
121 123 125 126 128
131 132 135 137 138 140
A
141 144 147 149
AN
151 153 156 158 159
161 164 167 169 170
G
171 173 176
181 182
N 186
LA
191 195 197 200
(b)
TE
201 203 205 207 209 210

211 214 217 220
222 225 228
T
ER
231 234 236 239

243 245 250
SC
251 260
263 266
271 274 278
282 285 290
291 297
Help your pupils to understand the instructions and fill the grids by
themselves.
(c)
301 302 303 304 305 306 307 308 309 310
311 320
321 330
340
350
A
360
AN
370
380
G
390
N 400
LA
(d)
401 402 403 404 405 406 407 408 409 410
TE
411 420
421 430
T
440
ER
450
460
SC
470
480
490
500
Help your pupils to to fill the grids by themselves as per the instructions.
36
(e) 501 502 503 504 505 506 507 508 509 510
511 520
521 530
540
550
A
560
AN
570
580
G
590
N 600
LA
(f)
601 602 603 604 605 606 607 608 609 610
TE
611 620
621 630
T
640
ER
650
660
SC
670
680
690
700
Help your pupils to solve the exercises by themselves as per the
instructions.
(g)
701 702 703 704 705 706 707 708 709 710
711 720
721 730
740
750
A
760
AN
770
780
G
790
N 800
LA
(h)
801 802 803 804 805 806 807 808 809 810
TE
811 820
830
T
840
ER
850
860
SC
870
880
890
900
Help your pupils to solve the exercises by themselves as per the
instructions.
38
(i)
901 902 903 904 905 906 907 908 909 910
911 920
921 930
940
950
A
960
AN
970
980
G
990
N 1000
LA
3. Observe the following currency notes and coins. Write the correct numbers
in the blank boxes.
Ex:
TE
T
ER
SC
Help your pupils to understand the instructions to solve the above

problems by themselves.
4. Write the place and place value of the digit underlined in the number.
Number Place of the digit Underlined Place value
Example:- 249 hundreds 200
396
487
A
555
AN
790
909
N
5. Write the number in the expanded form.
G
LA
Example:- 617 R 600 G 10 G 7
(a) (d)
TE
918 R G G 543 R G G
(b) 807 R G G (e) 496 R G G

T
(c) 794 R G G (f) 333 R G G

ER
6. Write the number in the short form.

SC
Example:- 600G40G9 R 649 (c) 400G40G4 R
(a) 700G30G6 R (d) 900G20G4 R
(b) 900G50G4 R (e) 300G10G4 R
Help your pupils to understand the instructions to solve the above

40
7. Expand the given numbers and write each one in words.
Expansion one hundred and seventy-five
Ex: 175 R 100 G 70 G 5
(a) 782 R 700 G 80 G 2
A
(b) 976 R
AN
(c) 999 R
(d) 407 R
(e) 340 R N G
LA
8. Write the following numbers given in words using digits.
143
TE
Ex: one hundred and forty three R
(a) two hundred and fifty-eight R

T
(b) three hundred and five R

ER
(c) four hundred and eighty-six R
(d) nine hundred and seven R

SC
(e) five hundred and twenty-eight R
(f) one hundred and eleven R
(g) eight hundred and ninty-eight R
Help your pupils to understand the instructions and let them solve the
above problems by themselves.

9. Solve the following problems.
1. Write three digit numbers using 4, 6 and 9.
469, 694, 496, ............., ............., .............,

2. Write three numbers that have 5 in the hundreds place.
502, ............., ............., ............., ............., .............,

3. Write 5 numbers between 800 and 900. That have 5 in its tens place.
A
856, ............., ............., ............., ............., .............,
AN
4. Identify between which numbers the given numbers lie, put a ªµ. Look at
the example.

G
Example:- 885 800––850 850––900 750––800
(a) 632 600––650
N 650––700 700––750
LA
(b) 304 250––300 300––350 350––400
(c) 287 200––300 700––800 600––700
TE
(d) 654 500––600 400––500 600––700

(e) 707 600––700 700––800 800––900
10. Observe the numbers in each series. Write the next 5 numbers for each series.
T
Say the reason.

ER
(a) 100, 200, 300, ............., ............., ............., ............., ............., .............
(b) 110, 120, 130, ............, ............., ............., ............., ............., .............
SC
(c) 350, 400, 450, ............., ............., ............., ............., ............., .............
(d) 400, 425, 450, ............, ............., ............., ............., ............., .............
(e) 900, 800, 700, ............, ............., ............., ............., ............., .............
42
11. Match the following.
the biggest 2 - digit number 475
the smallest 3 - digit number 424
a number with 7 in the tens place 99
A
AN
the place value of 5 in 456 hundreds
the place of 7 in 795
G
367
the number before 425

N 100
LA
the face value of 8 in 821 8

TE
the short form of 300 + 60 + 7 50

T
the place of 8 in 698

ER
350
the place value of 0 in 705 ones

SC
the number that indicates 3 hundreds,

5 tens and 0 ones 0

12. Play the game:
CLAP - SNAP - TAP
To snap means to make

a sharp noise using your SNAP R one (1)
fingers.
A
AN
To clap means to hit CLAP R ten (10)
your open hands to
make a sound.
N G
LA
To tap means to hit something TAP R hundred
to make a sound.
TE
The teacher must make the above sounds - Snap, Clap and Tap. The pupils must say the
T
numbers based on the sound made by the teacher.

ER
Example:-
TAPS CLAPS SNAPS Place Value Number
SC
2 5 8 200 50 8 258
In this manner the pupils must say the place value and the numbers as per the sounds
made - Snap, Clap, Tap. If any pupil makes a mistake, he is out of the game. The game
continues. The one who lasts till the end is declared the winner.
Get your pupils to play this game. Help them to understand the digits
and their place values.
44
13. Play a game with sticks.
1 long stick R 100

1 medium stick R 10
1 short stick R1
100 10 1
A
Two pupils must play this game. Take 9 sticks of long, medium and short sticks (9
AN
sticks each). Have them on your palm, shake them and drop them on the floor. Pick
each stick without moving the other sticks. Count the value of sticks that was picked
as per the values assigned the sticks given above. Say the total value. If, while
picking sticks, other sticks are moved, the second player gets the chance. In this
NG
manner the two pupils play alternately. The one who gets a bigger number scores
a point.
LA
Example: The sticks picked up
Big sticks Medium sticks Short sticks The number

TE
formed
4 6 5 400 G 60 G 5 R 465
T
ER
SC
Play like this one after another. At the end one who gets more points wins the
game.
Get your pupils to play this game, as per the instructions. Help them to
understand digits and their place values.

4 Comparing Three-Digit Numbers
1. Look at the notes and coins. Say which are of more value and which are
of less value.
One day Rangamma and Sitamma sold vegetables at the weekly market. They got
the following notes and coins shown under their names. Who earned more ?
Rangamma Sitamma
A
AN
N G
LA
TE
T
ER
SC
Rangamma earned : Sitamma earned :
Get your pupils to compare three-digit numbers using notes and coins.
Help them to understand the process of comparison.
46
In 452, there are 4 hundreds In 381, there are 3 hundreds.
Rs. 300 is less than Rs. 400, It means Rangamma earned more.
Rs. 381 is less than Rs.452, that is 381 < 452 or
Rs. 452 is more than Rs.381, that is 452 > 381

On another day, Rangamma and Sitamma sold vegetables and they got the
following notes and coins. How much was earned by each of them?
A
AN
N G
LA
TE
T
ER
SC
Rangamma earned : Sitamma earnd :

It means they earned equally. 216 = 216
Get your pupils to compare three-digit numbers using notes and coins.

2. Look at the notes and coins shown below. Say which are more and which are
less.
A
AN
N G
LA
TE
T
ER
In 354 and 321 there are equal number of hundreds.

Now let us observe the tens.
In 354 there are 5 tens. In 3-digit numbers,
if the hundreds are
SC
In 321 there are 2 tens.

the same, the one
There are more tens in 354 than 321.
with more tens is
Therefore 354 is bigger. bigger.
We say 354 is bigger than 321
We write 354 > 321
In the same manner 321 is less than 354
We write it as 321 < 354
Get your pupils to compare three- digit numbers using notes and coins.
48
3. Look at the notes and coins shown below. Say which are more and which are
less.
A
AN
N G
LA
TE
T
ER
In both 231 and 235, the hundreds and tens are equal.
Now observe the ones.
SC
In three-digit
In 231 there are 1 ones. numbers, if
In 235 there are 5 ones. hundreds and tens
Therfore 235 is bigger. are equal, the one
with more ones is
It means 235 is bigger than 231. 235 > 231 the bigger number.
231 is smaller than 235. 231 < 235
Get your pupils to compare three- digit numbers using notes and coins.
Exercise
1. Identify the bigger number and mark 2. Identify the smaller number and
it ‘’. draw around it.

Ex: 294, 319 Ex: 738, 769
(A) 756, 432 (A) 463, 154
(B) 670, 679 (B) 537, 645
(C) 550, 543 (C) 248, 264
A
(D) 856, 851 (D) 707, 705
AN
3. Write the correct symbol >, < , R in the blank boxes.
Ex:` 304 > 201— 475 < 616— 254 = 254
G
(A) 620 580 (E) 520 520
(B) 937 975
N (F) 987 965
LA
(C) 763 746 (G) 736 746
(D) 864 953 (H) 864 864
TE
4. Write the following sets of numbers in ascending and descending orders.
Numbers Ascending orders Descending order

T
Ex:`
ER
367, 212, 684, 801 212 367 684 801 801 684 367 212
(A) 405, 408, 500, 306

SC
(B) 684, 648, 635, 653
(C) 339, 333, 337, 335
(D) 569, 575, 557, 596
Help your pupils to understand the instructions for each problem. Get
them to solve the problems by themselves.
50
5. Write three-digit numbers using 7, 8 and 9.
789
The smallest of The biggest is

these numbers
The ascending order

of these numbers:
A
The descending
order is:
AN
6. Write the 10 three-digit numbers which have 9 in the tens place.
N G
LA
The biggest among

TE
The smallest
these numbers is number is
7. Write 3 two-digit numbers and 3 three-digit numbers using 7, 4 and 6.

T
Ex: Two - digit numbers 74, 67, 46, ....., ....., .....
ER
Three - digit numbers 476, 467, 674, ....., ....., .....

Now write numbers correctly in the blank boxes according to the symbol > (or) <
between the boxes.
SC
Ex: 74 > 46 Ex: 467 < 674
(A) < (C) <
(B) > (D) >
Get your pupils to understand the instruction for each exercise. Let them
solve the problems by themselves.
5 Addition of Numbers
Look at the candles. Say what their total is.
How many candles are there?

Sitamma and Ramulamma make candles. One day Sitamma made 34 and Ramulamma made
25 candles. They wanted to sell them.
They counted the candles they made as shown below.
A
AN
Sitamma
R 30 G 4
3 tens 4 ones
N G
LA
Ramulamma R 20 G 5
2 tens 5 ones
TE
T
R 50 G 9 R 59
5 tens 9 ones
ER
We can add the above numbers in a different way also.

SC
T O
On adding tens 3 4 On adding ones

3G2R5 G2 5 4G5R9
5 9
Get your pupils to understand the process of adding numbers. Let them
add numbers as shown above.
52
Exercise
1. Add the following pairs of numbers using bundles of sticks.
(A) 52 (B) 2 4 (C) 30 (D) 52

G 21 G 2 2 G 24 G21
A
(E) 18 (F) 1 6 (G) 37 (H) 13
G 3 3 G 51
AN
G 21 G81
G
(I) 71 (J) 3 0 (K) 62 (L) 34
G 26 G 2 0
N G 25 G43
LA
TE
(M) 12 (N) 1 4 (O) 35 (P) 25

G 26 G 6 3 G 21 G40
T
ER
(Q) 55 (R) 4 3 (S) 40 (T) 60

G 43 G 2 1 G 38 G23
SC
(U) 15 (V) 1 2 (W) 66 (X) 56

G 12 G 5 3 G 13 G12
Get your pupils to understand the instruction. Let them solve the problems
by themselves.
2. Observe the example. Add the given numbers in the same way.
23 G 32 R ?
Ex:` 23 R 2 tens G 3 ones R 20 G 3 R 23
32 R 3 tens G 2 ones R 30 G 2 R 32
G
R 5 tens G 5 ones ¢ R 50 G 5 R 55
A
A)
AN
45 G 24 R ?
45 R tens G ones R G R
G
G N
tens G ones R G R
LA
B)54 G 24 R ?
TE
T
G
ER
tens G ones R G R
3. Add the following pairs of numbers..

SC
(A) 46 G 23 (B) 37 G 52 (C) 30 G 66 (D) 45 G 54

(E) 18 G 20 (F) 26 G 32 (G) 54 G 25 (H) 47 G 12
(I) 34 G 32 (J) 68 G 21 (K) 52 G 25 (L) 16 G 71
(M)72 G 10 (N) 84 G 12 (O) 69 G 20 (P) 26 G 62
Get your pupils to understand the instructions and let them solve the above
54
4. Add the numbers given on the left. Draw around the total of them.
Example: 42 G 26 62 68 88
75 G 24 99 89 79
22 G 6 28 48 38
51 G 17 78 68 88
43 G 6 49 59 69
A
25 G 31 66 46 56
AN
5. Add the numbers shown below.
A) Add 10 B) Add 14
20 N30
G
32 46
LA
25 40
G10 G14
36 53
TE
48 65
T
6. Add the numbers in the columns and rows. Write the totals as shown in the
ER
example
Ex:`...........................
13 G 21 R 34
G 21 32 24 34 ...........................
SC
........................... ...........................
13 34
........................... ...........................
14 ........................... ...........................
........................... ...........................
15
........................... ...........................
Get your pupils to understand the instructions for the above problems.
Let them solve them by themselves.
7. Observe how Uma and Suma added the numbers, orally.
Example:` 25 G 14 R ?
Uma Suma
25 G 14 25 G 14
A
20 G 5 10 G 4 25 10 G 4
AN
30 G 9 35 G 4
G
39 N 39
LA
You also add the following numbers as shown above.
(A) 45 G 12 (B)
TE
45 G 12
G G
T
ER
G G G
SC
G G
Get your pupils to understand the instruction and let them solve problems
by themselves.
56
8. Look at the following chart. There are 4 pairs of numbers in each row. The total
of one of those pair is different. Identify and draw around it. Observe the
example.
Ex: 43 G 3— 33 G 13— 23 G 23— 33 G 14
A) 26 G 12— 21 G 17— 24 G 34— 18 G 20
B) 52 G 7— 57 G 2— 51 G 6— 50 G 9
A
AN
C) 50 G 10— 50 G 20— 30 G 30— 40 G 20
D) 16 G 33— 15 G 34— 23 G 36— 17 G 32
G
9. Play the game.
N
LA
TE
T
ER
Ten pupils can play this game.
Make 50 paper slips with numbers 1 to 50 on them. Put them in a box.

SC
Each pupil picks up 2 slips. Add the two numbers on the slips.
The pupil whose total is least is out of the game.
The other pupils pick up two slips each and continue the game.
The pupil who remains till the end is the winner.
Get your pupils to play the game as per the instructions. Let them
understand adding numbers orally. Let them also identity errors made by
others.
6 Addition of Numbers (with Regrouping/Carry over)
1. Say how much they have together.

Ramu has Rs. 28. Ranga has Rs. 15. Let us find out how much they have together.
Let us solve the above problem using bundles and loose sticks.
28 =
20 + 8
A
AN
+15 =
10 + 5
N G 30 + 13
LA
30 + 10 + 3
TE
= 40 + 3 = 43
Ten ones are equal to

one ten, aren’t they?
T
We can solve the above problem in this way also.

ER
28 R 2 tens G 8 ones
G 15 R 1 ten G 5 ones
R 3 tens ones
SC
G 13
R 3 tens G 10 ones G 3 ones

R 3 tens G 1 ten G 3 ones
R 4 tens G 3 ones R 40 G 3 R 43
Get your pupils to use notes and coins or bundles of sticks and loose sticks
to add numbers when regrouping/carry over is done. Let them solve the
problems on the next page.
58
2. Observe how the two numbers are added.
Ten Ones
2 8
G R
G1 5
TO TO TO
T O
When we add tens
A
When we add ones
2 tens G 1 ten R 3 tens 1
8 ones G 5 ones R 13 ones
AN
3 tens G 1 ten R 4 tens 2 8
G1 5 13 ones R 1 ten G 3 ones
4 3
N G
○
○
○
Example:` T O (A) T O (B) T O

○
○
○
LA ○
○
○
○
○
1
○
○
○
○
○
3 9 4 5 2 7
○
○
○
○
○
TE
○
○
○
G4 3 G4 9 G5 6
○
○
○
○
Answer:
○
8 2
○
○
○
○
○
T
ER
○
(C) T O (D) T O (E) T O

○
○
○
○
○
○
SC ○
○
○
7 9 6 3 5 9
○
○
○
○
○
G1 8 G2 8 G3 2
○
○
○
○
○
○
○
Get your pupils to understand addition of digits in ones place and those
in tens place. Let them solve all the problems by themselves.

Exercise
1. Fill in the blank boxes with the correct numbers.
(A) How much is 48 G 28 ?
48 R tens G ones
28 R tens G ones
A
tens G ones
AN
T O
G
ten G ones 4 8
N G2 8
G
LA
(B) How much is 24 G 49 ?

TE
24 R tens G ones
T
49 R tens G ones
ER
tens G ones
T O
SC
ten G ones 2 4
G4 9
G
Get your pupils to understand the instructions for problems 1 to 9. Let

them solve the problems by themselves.
60
2. Add the numbers using bundles of sticks and loose sticks.
(a) 4 3 (b) 3 6 (c) 5 6 (d) 7 4
G2 8 G4 7 G2 9 G 9
(e) 4 5 (f) 5 4 (g) 2 7 (h) 5 3

G2 6 G3 6 G4 9 G3 7
A
(i) 6 1 (j) 2 7 (k) 7 3 (l) 2 9
AN
G2 9 G5 3 G1 9 G4 5
G
3. Add the following numbers.
(a) 37 G 28 R N (b) 58 G 24 R
(c) 24 G 6 R (d) 9 G 76 R
LA
(e) 46 G 27 R (f) 17 G 73 R
TE
(g) 56 G 14 R (g) 49 G 26 R
4. Solve the problem orally.
Ex: There are 68 guava and 24 sweet lime trees in a garden. What is the total number of
T
trees in that garden?

ER
Guava trees R 68
Sweet lime trees R 24
Total trees R 92
SC
G In a cricket match Laxman made 47 runs and Dravid made 26 runs. How many runs did
they make together?
Runs Laxman made R 47
Runs Dravid made R 26
They both made R
Get your pupils to understand the instructions for each problem. Let
5. Observe the grid given below. Find out the numbers which add up to 36. Write
those pairs as shown in the example.
22 18 10 19
17 15 21 32
12 39 18 33
A
AN
26 14 34 31
G
Example: 19 G 17 R 36
............................................. N .............................................
LA
............................................. .............................................
............................................. .............................................
TE
............................................. .............................................
T
6. Observe the fisrt three numbers on each line. Write the next three numbers in
ER
the series. Look at the example.
Ex: 2, 4, 6, 8, 10, 12
........ ........ ........
SC
(A) 5, 10, 15, ............., ............., .............
(B) 3, 5, 7, ............., ............., .............
(C) 20, 30, 40, ............., ............., .............
62
7. Observe the pairs of numbers in each row. The sum of one pair is different.
Identify and draw ªª µµ around it. One example is given.
Ex: 27 G 46 16 G 67 26 G 57 36 G 47
(A) 18 G 19 20 G 17 20 G 19 15 G 22
(B) 27 G 35 30 G 12 40 G 22 38 G 24
A
(C) 47 G 35 58 G 24 40 G 48 68 G 14
AN
8. Look at the numbers in the first column. Add each pair. Mark the range in which
their sum will lie .
G
30 - 40 40 - 50 50 - 60 60 - 70
Ex:` 34 G 12
N

LA
(A) 45 G 20
(B)
TE
27 G 11
(C) 36 G 27
(D)
T
28 G 25
ER
9. Observe how Soni added two numbers. Correct the error / mistake. if any. Write
the correct answer in the brackets ( ).
SC
(A) 48 (B) 53 (C) 60 (D) 39 (E) 76

G24 G22 G30 G17 G15
612 85 80 416 61
( ) ( ) ( ) ( ) ( )
Get your pupils to understand the instruction for each problem. Let them
solve problems by themselves.
7 Subtraction
Look at the notes and coins. How much remains?
I have Rs. 45
A
AN
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
G
I must pay Rs. 23
N
LA
TE
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
T
How much
ER
remains?
SC
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
We can show this process like this. The symbol for

subtraction is ‘`’
4 5
`2 3
2 2
Get your pupils to understand the concept of subtracton. Let them use notes
and coins. Introduce the symbol ‘ ’ (minus) to them.
64
Exercise
1. Subtract numbers using the method of expansion of numbers.

tens ones T O
This
Ex:` 45 R 4 G 5 R 40 G 5 means 4 5
23 R 2 G 3 R 20 G 3 `2 3
`
22 R 2 G 2 R 20 G 2 2 2
A
or 45 ` 23 R 22
AN
(A) (B)
T O T O
6 5 R G 3 9 R G
G
`3 0 R G ` 8 R G
R G
N R G
LA
(C) (D)
TE
T O T O
8 5 R G 6 5 R G
`4 3 R G `3 5 R G
T
R G R G
ER
SC
(E) (F)
T O T O
9 5 R G 5 8 R G
`9 1 R G `3 2 R G
R G R G
2. Subtract the numbers using the bundles of sticks and loose sticks.
(a) 4 8 (b) 5 9 (c) 6 8 (d) 9 9 (e) 2 9

`2 6 `2 4 `2 0 `6 9 ` 5
(f) 6 9 (g)7 4 (h) 8 5 (i) 6 6 (j) 9 7

`2 6 `3 4 `3 0 `2 3 `41
A
(k) 3 7 (l) 4 9 (m) 5 8 (n) 7 9 (o) 3 9
AN
`1 5 ` 4 `1 0 `6 9 ` 3
G
3. Subtract the numbers given.
Ex:54 ` 31 R 23 N
(a) 35 ` 23 R
LA
(b) 65 ` 24 R (c) 76 ` 30 R
TE
(d) 49 ` 5 R (e) 75 ` 15 R
(f) 83 ` 23 R (g) 66 ` 61 R
T
ER
4. Subtract the number in the top row from that in the first column.
60 50 40 30 Ex :` 90 ` 60 R 30
SC
- ................................. .................................
90 30 ................................. .................................
80 ................................. .................................
70 ................................. .................................
66
5. Subtract the numbers in the inner circle from 80 shown in the centre.
Ex:` 80 ` 30 R 50
................................. .................................
-50 50
-40 -30
80 ................................. .................................
-10 -60
-20
................................. .................................
A
Write the correct symbol ( + or - ) in the blank boxes.
AN
6.
35 12 R 23
G
47 13 R 60
88 22 R
N66
LA
7. Write subtraction problems such that the difference is 10.
Example:
TE
20 ` 10 R 10
(a) ............................. (b) .............................
(c) ........................... (d) ...........................
T
ER
8. Observe the examples. Fill in the blank boxes with the correct numbers.
Example: a.
SC
60 ` 23 R 37 19 ` 4 R
` ` ` ` ` `
17 ` 12 R 5 1 ` R 0
R R R R R R
43 ` 11 R 32 ` 3 R 15

9. Subtract the numbers in the first column of the following grid. Then identify
where your answer lies. Observe the example.
20 - 30 30 - 40 40 - 50 50 -60
Ex.
39 ` 14
66 ` 33
98 ` 50
A
57 ` 12
AN
65 ` 14
G
(a) 30 ` 0 R (d) 75 ` 75 R
(b) 95 ` R 80
N (e) 25 ` R 25
LA
(c) 12 ` 5 R (f) 60 ` 5 R
TE

(A) (B)
3 6 4 7
T
` 1 ` 2
ER
2 3 2 5
SC
(C) (D)
7 5 6 8
` 2 ` 3
5 0 0
68
36 - 20 R
G G G
17 - 12 R
R R R
A
- R
AN
13. Observe the subtraction of pairs of numbers in each row.
One of the answers is different. Identify and circle it ª µ.
One example is given.
Ex: 47 ` 30— 37 ` 20— N

67 ` 50—
G
87 ` 40
LA
a) 36 ` 21— 67 ` 52— 46 ` 32— 26 ` 11
b) 59 ` 42— 77 ` 16— 47 ` 30— 38 ` 21

TE
c) 48 ` 15— 77 ` 44— 68 ` 35— 76 ` 53

T
14. Observe the series of numbers. Write the next two numbers in each row.
ER
Example: 10, 8, 6 , 4 , 2 ,
SC
a) 9, 7, 5, ,
b) 12, 9, 6, ,
c) 30, 25, 20, ,
solve the problems on their own.

8 Subtraction of Numbers
(Using Regrouping )
1. Observe the note and coins . Say how much is 45 - 27.
Lata went to a shop with Rs. 45. She

bought things for Rs. 27. She gave the
shopkeeper Rs. 45 she had. He gave
her Rs. 8. She doubted whether he gave
her the correct amount. She calculated
A
as below. You observe her calculation.
AN
G
T O
4 5
N We cannot
subtract 7 ones
LA
`2 7 from 5ones.
Then how to
do that?
TE
T
ER
T O
4 5 It is possible if
we change one
SC
`2 7 ten as 10 ones.
One ten = ten ones.
Get your pupils to understand the process of regrouping before subtracting

certain numbers. Let them use notes and coins for subtraction of numbers
with two digits.
70
When one ten is
T O changed into ones,
4 5 3 tens remain.
Now if we add 10
`2 7
ones and 5 ones,
A
AN
N G
LA
If 27 ( 2 tens
T O
TE
and 7 ones ) are

4 5 subtracted
from 45.
`2 7
T
ER
SC
T O
One ten
4 5 and 8 ones
`2 7 remain. That is
18 remains.
1 8
Get your pupils to understand the process of subtraction by exchange of

places using notes and coins.
We can do it in a different way also.
5 ones are less than 7 ones
○
If one of the 4 tens changed T O If we change 1 ten out of 4
○
○
into ones, we have 3 tens. tens into ones, and add to 5,
○
4 5
○
3 tens -2 tens = one ten. we get 15.
○
○
`2 7 15 ones - 7 ones = 8 ones
○
○
○
○
1 8
A
AN
or
1 ten = 10 ones
N G
○
T O
○
LA
20G7R27
○
○
○
3 15
○
○
○
TE
○
4 5
○
○
○
○
`2 7
○
40 G 5
○
○
T
1 8
○
10G8R18
○
ER
T O
SC
Get your pupils to understand the process of borrowing before subtracting

certain numbers. Let them use notes and coins for subtracton of numbers
with two digits.
72
2. Observe the series of numbers. Say what you understood.
50, 45, 40, , ,
A
50 45 40
AN
If you observe the dots, they are decreasing at the rate of 5. Therefore we can write the
next three numbers in the above series.
50, 45, 40, 35, 30, 25
G
In the same manner write the next three numbers in the following series.
a) 50, 48, 46, , N ,
b) 80, 75, 70, , ,
LA
Play this game.
Two pupils can play this game.
Make a dice with 0 to 5 on its faces and another
TE
with 4 to 9 on its faces.

Throw them both at a time.
Write two numbers formed with the two digits
T
you see on the two dice. For example, if the digits

ER
on the dice are 4 and 5. The numbers you write

are 45 and 54.
Subtract the smaller number from the bigger one.
SC
Ex: 54 ` 45 R 09
The second pupil also does like this
The pupil whose result of subtraction is more gets
one point.
The pupils do this five times.
The pupil who scores more is the winner.
Get your pupils to identify the difference between consecutive numbers in

a series. Let them write the next numbers. Let them play the game described
above.
Exercise
1. Subtract the numbers given below.
(a) 3 4 (b) 8 2 (c) 6 4 (d) 9 2

`1 8 `5 7 `3 9 `4 6
(e) 4 8 (f) 6 5 (g) 7 6 (h) 5 0
A
`3 9 `4 8 `5 8 `2 8
AN
(i) 6 0 (j) 7 0 (k) 9 1 (l) 6 4
G
`4 2 `3 9 `2 3 `2 5
N
LA
2. Do the subtractions.
(a) 75 ` 29 R (b) 87 ` 58 R (c) 83 ` 59 R (d) 61 ` 25 R

TE
(e) 84 ` 39 R (f) 73 ` 26 R (g) 62 ` 38 R (h) 55 ` 27 R

T
3. Observe the grid shown below. Identify pairs of numbers whose difference is
25. Subtract those numbers on the lines given.
ER
Ex: 50 ` 25 R 25
50 49 5
SC
40 15 30
24 10 25
Get your pupils to understand the instruction for each problem in the
exercise. Let them solve the problems 1 to 7 by themselves.
74
4. Subtract each pair of numbers given below. Mark with ªµ whose answer is
different. One example is given.
Ex:` 32 ` 18— 30 ` 16— 54 ` 40— 84
` 54
(a) 76 ` 29— 50 ` 15— 68 ` 33— 71 ` 36
(b) 55 ` 35— 60 ` 40— 36 ` 16— 68 ` 58
A
5. Look at the subtraction done by Madhavi. If there are mistakes, write the correct
AN
answer in the brackets ( ).
(a) 5 4 (b) 6 8 (c) 3 0 (d) 7 6 (e) 8 4
`3 8 `2 9 `1 4 `5 8 `7 9
G
2 4 49 2 4 1 8 10 5
( ) ( )
N
( ) ( ) ( )
ªµ
LA
6. Subtract the numbers in the first column. Mark the range with in which
your answer lies, in each case. One example is given.
30 –– 40 40 –– 50 50 –– 60 60 –– 70
TE
Example:` 76 –– 28
50 –– 19
––
T
82 23
73 –– 15
ER
64 –– 17
SC
7. Write the next three numbers in each series.
(a) 60, 50, 40, , ,

(b) 85, 80, 75, , ,
(c) 54, 45, 36, , ,
Get your pupils to understand the instructon for each problem. Let them

9 Multiplication of Numbers - 1
1. Look at the following picture. Observe the rows of trees. Say how many
rows are there?
A
AN
Teacher: Ravi, how many rows of trees are there?
Ravi : Two rows.
N G
LA
Teacher: Ravi, how many trees are there in each row? What is their total number?
Ravi : There are 6 trees in each row. Their total is 6 G 6 R 12
It means there are 6 trees in each of the two rows.
TE
We can write it as 2 I 6 R 12. 6 G 6 R 12

It means adding 6 two times. 2 I 6 R 12
Teacher: Rahim, how many columns of trees are there?
T
Rahim : Six columns.

ER
Teacher: Rahim, how many trees are there in each column? What is their total number?
Rahim : There are two trees in each column. Their total is 2 G 2 G 2 G 2 G 2 G 2 R 12.
It means there are two trees in six columns.
SC
2 G 2 G 2 G 2 G 2 G 2 R 12
We write it as 6 I 2 = 12.
6 I 2 R 12
It means adding 2 six times.
Adding a number again and again is called successive addition.
2 I 6 R 12— 6 I 2 R 12
Here we have used a symbol I. It is called the symbol for multiplication.
Successive addition is another form of ‘multiplication’?
Get your pupils to identify the concept of multiplicaton using the rows of
trees and the number of trees in each row shown in the above picture.
Introduce the symbol of multiplication to your pupils.
76
1. Look at the pictures of fans. Count the wings. Say how many are there?
Multplication of numbers:
One fan has 3 wings R1I3
Two fans have 3 G 3 R 6
A
wings R2I3
AN
N G
Three fans have 3 G 3 G 3 R 9 wings R 3 I 3
LA
TE
Four fans have 3 G 3 G 3 G 3 R 12 wings R 4 I 3

T
ER
Five fans have 3 G 3 G 3 G 3 G 3 R 15 wings R ...................................

If you write the above multiplications in a table,
SC
1I3R3
2I3R6
3I3R9 3, 6, 9, 12, 15 are called the products.
4 I 3 R 12
5 I 3 R 15
Introduce the operation of multiplication to your pupils by counting the
wings of the fans given above. Help them to identify the products.
3. Look at the leaps of a frog shown below. It leaps two feet at a time. With this
information, study the table and fill in the blank boxes with correct numbers.
First Second Third Fourth Fifth Sixth

time time time time time time
Number of leaps Distance covered The number Shown as multiplication

in feet reached
A
1 2 2 1I2R2
AN
2 2G2 4 2I2R4
3 2G2G2 N 6
G 3I2R
LA
4 4I2R
TE
6
T
ER
8
SC
10
Get your pupils to observe the above picture. Let them count the number
of leaps made by the frog. Get them to write the multiplication at each
leap.
78
Exercise
1. Count the fingers shown below. Fill in the blank boxes with the correct numbers.
A
AN
N G
LA
TE
T
Number of fingers on one hand R 5 R 1 I 5 R 5

ER
Number of fingers on two hands R 5 G 5 R 2 I 5 R 10

SC
Number of fingers on three handsR G G R I R
Number of fingers on four hands R G G G R I R
Number of fingers on five handsR G G G G R I R
solve the problems 1 to 10 by themselves.
2. Show the following additions in the form of multiplications.
Example: 4G4G4G4G4 R 5 I 4 R 20
(a) 7G7G7G7 R I R
(b) 3 G 3G 3 G 3 G 3G 3 G 3 R I R
A
(c) 6G6G6G6G6 R I R
AN
(d) 2G2G2G2G2G2 R I R
3.
N G
Write the following multiplications as successive additons. One example is given.
LA
Ex: 7I8 R 8 G 8 G 8 G 8 G 8 G 8 G 8
TE
(a) 3I4 R
T
(b) 6I5 R
ER
(c) 8I3 R
SC
(d) 5I2 R
(e) 4I6 R
80
4. Count the dots in rows and columns. Fill in the blanks in the table. Write them
in the form of multiplication.
Dots in rows in columns Form of
multiplication
3 5 5 I 3 R 15
5I3 R 3I5 R 15
5 3 ..................
A
............. ............. ..................
I R I R
AN
............. ............. ..................
G
5. Multiply the numbers given.
(a) 4I5R
N
LA
(b) 3I4R
TE
(c) 5I2R
(d) 8I6R
T
6. Multiply the number in the first column by those in the top row. Write their
ER
product in the blank box.
I 4 6 7 8 9
→
SC
2→ 8 Ex:` 2 I 4 R 8
solve all the problems by themselves.
7. Of the three multiplications given in each row, one has a different answer.
Identify it and draw ª µ around it. One example is given.
Ex: 4 I 3— 6 I 2— 5I4
(a) 2 I 8— 4 I 4— 3 I4
(b) 6 I 6— 7 I 6— 9I4
(c) 8 I 5— 8 I 3— 6I4
A
AN
Ex: 3 I 4 R 4 I 3
(a)
G
5 I 6 R 6 I
(b) 2 I 5 R I N
LA
(c) 1 I R 8 I 7
(d) 3 I R 9 I 3
TE
Match the following.
2G2G2G2 27
T
9I3 6I3
ER
Ex
am
2I3 12
ple
SC
3G3G3G3G3G3 5G5G5
number of wheels of six bicycles 4I2
3I5 3I2
82
10. Play this game.
1 2 3 4 5 6
7 8 9 10 11 12
13 14 15 16 17 18
A
19 20 21 22 23 24
AN
25 26 27 28 29 30
2 5
31 32 33 34 35 36 1 3 4 6
' Two pupils can play this game.

N G
LA
' Take two dice with numbers 1, 2, 3, 4, 5 and 6 on their faces.
' Throw the dice together on the floor.

TE
' Multiply the numbers on the two faces of the dice. Put a mark on the
chart at the number as shown above.
T
Ex:` numbers on dice: 2 , 5

ER
2 I 5 R 10
' Then the second pupil does this. Put a mark on the chart.
SC
' If the same product comes it is not marked. The other pupil gets the
chance.
' After playing 10 times, one who has more marks on the chart is the
winner.
Get your pupils to play the above game according to the rules given. Let
them practise multiplying simple numbers.
10 Multiplication Tables (1 to 10)
Count the beads on the chain. Say how many are there.
Each chain has 10 beads, doesn’t it?
A
AN
Can you say how many beads are there in 2 chains?
G
In the same manner, can you say how
10G10 R 2I10 R 20 N many beads will be there in 3, 4, 5,
2 tens means 20 beads 6, 7, 8, 9, and 10 chains?
LA
Number Sarala counted the beads in the chains and wrote the numbers as shown below.
of chains
TE
1 10 1 ten 1 I 10 R 10
2 10 G 10 2 tens 2 I 10 R 20
3 tens
T
3 10 G 10 G 10 3 I 10 R 30
ER
4 10 G 10 G 10 G 10 4 tens 4 I 10 R 40
5 10 G 10 G 10 G 10 G 10 5 tens 5 I 10 R 50
6 tens
SC
6 10 G 10 G 10 G 10 G 10 G 10 6 I 10 R 60
7 10 G 10 G 10 G 10 G 10 G 10 G 10 7 tens 7 I 10 R 70
8 10 G 10 G 10 G 10 G 10 G 10 G 10 G 10 8 tens 8 I 10 R 80
9 10 G 10 G 10 G 10 G 10 G 10 G 10 G 10 G 10 9 tens 9 I 10 R 90
10 10 G 10 G 10 G 10 G 10 G 10 G 10 G 10 G 10 tens 10 I 10 R 100
10 G 10
Get your pupils to count groups of things and help them to understand
how to write multiplication tables.
84
Exercise
1. Look at the cumulative addition of 5. Write the Multiplication Table of 5.
One five 5 1I5R5
Two fives 5G5 2 I 5 R 10
Three fives 5G5G5
Four fives 5G5G5G5
Five fives 5G5G5G5G5
A
Six fives 5G5G5G5G5G5
AN
Seven fives 5G5G5G5G5G5G5
Eight fives 5G5G5G5G5G5G5G5
Nine fives 5G5G5G5G5G5G5G5G5
G
Ten fives 5G5G5G5G5G5G5G5G5G5
2. N
Look at how the Multiplication Table of 2 is written. In the same way shade the
boxes and write the Multiplication Table of 3.
LA
12345678901
Table 2
12345678901 1234567890123456
Table 3
1234567890123456
12345678901
12345678901 1234567890123456
1234567890123456
2I1R2 12345678901
12345678901 1234567890123456
1234567890123456 3I1R3
12345678901 1234567890123456
12345678901
12345678901
TE
12345678901
12345678901
2I2R4 12345678901
12345678901
12345678901
12345678901
12345678901
12345678901
2I3R6 12345678901
12345678901
12345678901
12345678901
T
12345678901
12345678901
2I4R8 12345678901
12345678901
12345678901
ER
12345678901
12345678901
12345678901
2 I 5 R 10 12345678901
12345678901
12345678901
12345678901
12345678901
12345678901
2 I 6 R 12 12345678901
12345678901
SC
12345678901
12345678901
12345678901
2 I 7 R 14 12345678901
12345678901
12345678901
12345678901
12345678901
12345678901
12345678901
2 I 8 R 16 12345678901
12345678901
12345678901
12345678901
12345678901
2 I 9 R 18 12345678901
12345678901
12345678901
12345678901
12345678901
12345678901
2 I 10 R 20 12345678901
12345678901
Get your pupil to understand the instruction for each table. Let them write
all the tables from 1 to 11 by themselves.
Write the Multiplication Table of 4.
3. 123456789012345678901234
123456789012345678901234
123456789012345678901234
123456789012345678901234
123456789012345678901234
123456789012345678901234 4I1R4
123456789012345678901234
123456789012345678901234
123456789012345678901234
123456789012345678901234
123456789012345678901234 4I2R8
123456789012345678901234
A
AN
N G
LA
4. 12345678901234567890123456789012123
12345678901234567890123456789012123
12345678901234567890123456789012123
12345678901234567890123456789012123
12345678901234567890123456789012123
12345678901234567890123456789012123
6I1R6
TE
12345678901234567890123456789012123
12345678901234567890123456789012123
12345678901234567890123456789012123
12345678901234567890123456789012123
12345678901234567890123456789012123 6 I 2 R 12
12345678901234567890123456789012123
T
ER
SC
Get your pupil to understand the instruction for each table. Let them fill
all the tables by themselves.
86
5. 12345678901234567890123456789012123456789
12345678901234567890123456789012123456789
12345678901234567890123456789012123456789
12345678901234567890123456789012123456789
12345678901234567890123456789012123456789
12345678901234567890123456789012123456789
7I1R7
12345678901234567890123456789012123456789
12345678901234567890123456789012123456789
12345678901234567890123456789012123456789
12345678901234567890123456789012123456789
12345678901234567890123456789012123456789 7 I 2 R 14
12345678901234567890123456789012123456789
A
AN
N G
LA
6. 1234567890123456789012345678901212345678901234567890
1234567890123456789012345678901212345678901234567890
1234567890123456789012345678901212345678901234567890
1234567890123456789012345678901212345678901234567890
1234567890123456789012345678901212345678901234567890
1234567890123456789012345678901212345678901234567890
9I1R9
TE
1234567890123456789012345678901212345678901234567890
1234567890123456789012345678901212345678901234567890
1234567890123456789012345678901212345678901234567890
1234567890123456789012345678901212345678901234567890
1234567890123456789012345678901212345678901234567890 9 I 2 R 18
1234567890123456789012345678901212345678901234567890
T
ER
SC
Get your pupils to understand the instruction for each tables. Let them
by themselves fill the tables.

7. Look at the following table. Identify how table 3 has been written. In the same
manner write Table 6.
Table 2 2 4 6 8 10 12 14 16 18 20
Table 1 1 2 3 4 5 6 7 8 9 10
G
Table 3 3 6 9 12 15 18 21 24 27 30
Table 5 5 10
A
Table 1
AN
1 2
G
Table 6 6 12
G
8. Count the flowers shown below. Write their number under each flower-pot.
N
LA
TE
9. Write the Multiplication Table of ‘0’ (zero)

T
1 zero 1I0R0
ER
2 zeros 2I0R0
3 zeros 3I0R0
4 zeros .........................
SC
5 zeros .........................
6 zeros .........................
7 zeros .........................
8 zeros .........................
9 zeros .........................
10 zeros .........................
88
10. Complete the Multiplication Grid by writing the correct number in each blank
box.
I 1 2 3 4 5 6 7 8 9 10
1 1
2 6
3
A
4 28
AN
5 10
G
6 54
7 28
N
LA
8 80
TE
9 45
10 80
T
11. Multiply the numbers in the first chart by 7 and those in the second chart by 9
ER
and write the products in the blank boxes.

SC
10 1 2 10 1 2
9 7I 3 9 9I 3
8 4 8 4
76 5 76 5
11 Multiplication of Numbers - 2
1. Count the pencils shown below. Say how many are there?
Geeta said to Lata, “There are 15 pencils in each packet.” How many pencils
are there in 3 such packets? Lata calculated in the following way. You observe
it. Calculate how many pencils there are.
A
AN
R
N G
LA
15 G 15 G 15 4 tens G 5 ones
Therefore 15 I 3 R 45 R 40 G 5 R 45
TE
We can do this in another way also.

15 R 10 G 5
I3 I3
T
R 30 G 15
ER
R 30 G 10 G 5
R 40 G 5
SC
R 45
OR
T O
If tens are multiplied. 1 If ones are multiplied,
3 I 1 R 3 tens 1 5 5 I 3 R 15 ones
3 tens G 1 ten R 4 tens I 3 15 ones R 1 ten G 5 ones
4 5
Get your pupils to observe the above method of multiplying numbers. Let
them understand and solve the problems on multiplication.
90
2. Observe the following multiplication of numbers. Do the others in the same
way.
T O
3 6 R 30 G 6 T O
I 3 I3 3 6
R 30I3 G 6 I 3 I 3
R 90 G 18 10 8
A
R 90 G 10 G 8
AN
R 100 G 8
R 108
G
T O
3 6
I 3
N
R 6 ones I 3 R 18 ones R 1 ten G 8 ones
R 3 tens I 3 R G 9 tens
LA
R 10 tensG 8 ones
R 100 ones G 8 ones
TE
R 108
T
Fill in the blank boxes with the correct numbers.

ER
(a) 4 7 R 40 G 7 (b) 2 4 R 20 G
I 2 I2 I 4 I4
SC
R G R 80 G 16
R G G R G G
R G R G
R R
Get your pupils to observe the above method of multiplication. Let them
fill in the blank boxes with the correct numbers.
Exercise
1. Multiply the numbers given below.

T O T O T O T O
(a) 1 9 (b) 2 8 (c) 2 4 (d) 1 5
I 5 I 2 I 3 I 6
T O T O T O T O
A
(e) 3 3 (f) 1 9 (g) 2 6 (h) 1 8
AN
I 4 I 2 I 3 I 7
2. Multiply each number by 2 and write their product in the blank box.
16
I2
32
N G
LA
I2
15
I2
20
TE
25 I2
T
3. In the grid, multiply the numbers in the first column by each number in the top
row and write the product as shown.
ER
Ex:` 12 I 5 R 60
................................. .................................
I 5 6 7 8
................................. .................................
SC
12 60
................................. .................................
14
................................. .................................
16
................................. .................................
18
................................. .................................
solve all the problems 1 to 6 by themselves.
92
4. Observe the first 3 numbers in each row. Write the next three numbers in the
series.
(a) 2, 4, 6, , ,
(b) 5, 10, 15, , ,
(c) 7, 14, 21, , ,
A
(d) 9, 18, 27, , ,
AN
5. Identify the number that is different from the rest. Draw ª µ around it. One
example is given.
Ex:` 3, 6, 9, 11, 15, 18

(a)
(b)
5, 10, 15, 21, 25, 30 N G
LA
8, 16, 24, 32, 38, 48
(c) 6, 12, 18, 24, 30, 32
TE
(d) 7, 14, 21, 25, 35
6. Follow the arrows and mutiply the numbers. Write the product in the blank
T
circles.
ER
SC
2 4
2 1 4 1
Get the pupils to understand how to solve the problems by themselves as

per the instruction.

12 Division of One Number by Another Number
1. Count the number of mangoes. Say how many equal heaps are there?
A
AN
N G
The total number of mangoes in the above basket R
LA
Here the number of mangoes in each small basket.
TE
T
ER
How many heaps of mangoes did we get after making heaps of 5 from 20 mangoes?
SC
When 20 mangoes were made into heaps of 5, we got 4 heaps.
It means we got 4 after dividing 20 by 5. If we divide the total

numbers of mangoes by
the number of mangoes
We write it as 20 ™ 5 = 4 in each heap, we can find
out the number of heaps.
The symbol for division ™
Get your pupils to observe that there are equal number of fruits in each
heap. Get them to say the number of heaps. Introduce the division and the
symbol to your pupils.
94
2. Distribute 15 marbles equally among 5 children.
Total number of marbles R 15
Distributed first time R

Remaining marbles R
A
Distributed second timeR
AN
Remaining marbles R
G
Distributed third timeR
N Remaining marbles R
LA
TE
Total number of marbles R

15÷5=3
Means, if we distribute
How many people distributed R 15 marbles among 5
T
people, each will get 3

How many times did we distribute equally R marbles.
ER
How many did each one get R

SC
If 15 marbles are distributed equally among
equally, each one will get marbles.
The division form of this is 15 ™ 5 R
In the method shown above get your pupils to distribute the marbles
equally. Let them write the correct numbers in the blank boxes. Introduce
the Division form to your pupils.
Exercise
1. Look at the pictures given below. Count them. Distribute equally. Write the
Division form. One example is given. Fill in the blank boxes and circles.
Example:` (a)
A
AN
N G
LA
6 ™ 2 R 3 ™ R
(c )
TE
(b)
T
ER
SC
™ R ™ R
solve the problems 1 to 5 on their own.
96
2. Write the Division form for the following equal distribution of things.
(a) Distribute 18 mangoes among 6 people equally.

Total number of mangoes R 18
Distribution of mangoes to 6 people for the first time R `6
Remaining mangoes R 12
Distribution of mangoes to 6 people for the second time R
A
Remaining mangoes R Result of
Distribution of mangoes to 6 people for the third time division R
AN
R
Remaining mangoes R
By distributing equally each one gets R
The Division formN
(b) Distribute 20 marbles among 4 people equally. G ™ R
LA
Total number of marbles R
TE
Marbles distributed for first time R

Remaining marbles R
Marbles distributed for second time
T
R
ER
Remaining marbles R Result of division R

Marbles distributed for third time R
SC
Remaining marbles R
Marbles distributed for fourth time R
Remaining marbles R
By distributing equally, each one gets R
The Division form ™ R
solve the problem by themselves.
3. Distribute in groups. Write the Division form.
Ex. Rajani distributed 15 chocolates among her three friends. How many chocolates
did she give to each friend.
Total number of chocolates R 15

The number of friend to whom
chocolates were distributed R 3
To each friends she distributed R 5
A
The division form R 15 ™ 3 R 5
AN
What does the result of division indicate?
(a) Three pupils can sit on a bench. How many benches are needed for 21 pupils to
G
sit.
Total number of students
N
R
LA
Each bench can seat R
Number of benches needed R
TE
The division form R ™ R

What does the result of division indicate?
T
(b) Ramayya has 48 sheep. He distributed them to his four sons equally. How many
ER
did each son get?

Total number of sheep R
SC
Number of sons R
Each son got sheep
The Division form R ™ R

The result of division shows
98
4. Look at the table given below. Fill in the blank boxes with the correct numbers.
Write the Division form for each.
Number of Number of pupils Number of books

notebooks who recived the each pupil The Division form
distributed notebooks received
Ex:` 8 2 4 8™2R4
A
12
AN
15
G
18
N
LA
42
TE
5. Match the following divisions and their result.

T
6
ER
Ex
am 5
ple
SC
13 Length of Things
1. Look at the pictures given below. Say how garlands of flowers are being
measured.
Give me 4
cubits of
flower
garland
A
AN
N G ?
LA
Oh! There
are only 3
When I
cubits. measured
TE
there were
5 cubits
T
ER
SC
& How did everyone measure the garland with?

& Why did each one get different measurement?
& Among the three whose cubit is more?
& Among the three whose cubit is less?
& What measurements do you use when you play?
Get your pupils to observe the above pictures. Let them realise the
nonstandard measure of a CUBIT. Discuss with them why different people
measured the same length differently.
100
2. Look at the pictures.
A
1 2
AN
4
NG
LA
3
TE
T
ER
SC
5 6
Now answer the following questions.
1. How the table is measured? 4. How is the distance measured
in picture 5?
2. How the distance between the
marbles are measured? 5. With what is the length of the thread
measured?
3. How the garland of flowers
measured? 6. How the length of the room is
measured?
Get your pupils to observe the above pictures. Let them discuss what non
standard measuring tools were used to measure length.
Exercise
1. Measure and write.
Table
Name of the
Serial pupil Length of 4
number Length of handspan Cubit
finger - widths
1.
A
2.
AN
3.
G
4.
N
5.
LA
2. Estimate first and then measure and say.

TE
Serial Estimation of length Actual length after

Objects
number using cubit measuring with cubit
T
1. The blackboard
ER
2. AA table
SC
3. Length of the
classroom
4.
5.
102
14 Weight of things
Look at the pictures. Narrate the story
It’s very hard to carry It’s raining heavily.

this salt bag every day. The river is also
I’m dying. flowing full .
A
AN
Oh, my load is lighter
G
now. I will go into
water like this every
day. N
LA
TE
Ha, ha ha! What is this? This donkey

is going into water every
T
day. I will teach her a

lesson by putting bags of
ER
cotton on her back.

SC
Oh my god! Why
is the weight of There you are!
my load increased
to day? I will not
go into water
again from
tommorrow.
Get your pupils to understand the concept of weight through the above
story.
Exercise
1. Guess the weights of two objects shown in each box. Put a ‘ ’ near the
heavier object.
(a)
(b)
A
AN
G
(c)
N
LA
TE
2. Guess the weights of two objects given together. Put a ‘ ’near the lighter
object.
(b)
(a)
T
ER
SC
(d)
(c)
solve the exercises 1 to 4 by themselves.
104
3. Write numbers 1 to 4 for each object in the order of their increasing weight.
One example is given.
Example:
2 1 3 4
A
(a)
AN
N G
LA
(b)
TE
T
ER
4. Mark the heavier of the two girls with a ‘ ’

SC
Get your pupils to understand the instruction for each question. Let
them solve the exercise by themselves.

15 Measure of Liquids
1. Look at the pictures given below. Say which vessels are used to measure
milk.
Ravi, Raju and Rama receive 2 litres of milk from three different people every day.
Rangamma pours 4 glassful of milk at Ravi’s

house
A
AN
G
At Raju’s house, milkmaid Vanajamma
N pours 2 mugful of milk.
LA
TE
At Rama’s house milkman Hussain pours 8

small glassful of milk
T
ER
SC
The three children got a doubt on

the milk supplied to each of them.
Who is supplying the correct
quantity of milk
Get your pupils to observe the above pictures. Let them discuss what non
standard measurements like glasses, mugs etc., to measure milk.
106
2. Play this game.
A
AN
N G
LA
TE
• Two children can play this game.

• Take a big bucket full of water. Take a small bucket, a jug and
a mug also.
T
• First, one pupil takes the jug and pours water from the big
ER
bucket into the small one.

• Then the second pupil also pours water with the mug into the
small bucket.
SC
• The pupils pour water alternatingly.

• Continue this till the small bucket is full.
• The pupil who fills the small bucket with jug or mug completely
is the winner.
Get your pupils to play the game as per the instructions. Let them estimate
the measuring vessels to fill the bucket. Help them to discuss.

Exercise
1. Draw in the box a vessel which holds less water than the vessel shown below.
A
AN
2. Draw in the box a vessel which holds more water than the quality shown below.
N G
LA
TE
3. Give rankings to the following vessels according to the quantity of water each
can hold.
T
ER
Pot Jug
SC
Bucket
Mug Glass
108
4. Say how much water does each vessel hold. Find out by actual measuring.
Into a how many of water can be poured? Estimate. Then measure and
find out.
Into a how many of water can be poured? Estimate. Then measure
A
AN
and find out.
Into a how many

N G
of water can be poured? Estimate. Then measure
LA
and find out.
Based on the above activity, fill in the table given below.
TE
Say who has estimated correctly.

Names of your Actual
Serial Estimated Estimation was
friend who did the measurement
Number measures made correct / wrong
above activity
T
ER
1.
2.
SC
3.
4.
Get your pupils to understand the instructions for each of the above
problems. Let them solve the problems by themselves.
16 Time
1. Look at the pictures. Say what things you do at what time.
A
AN
N G
LA
TE
T
ER
SC
• Say what activities do you do in the morning.

• Say what activities do you do in the afternoon.
• Say what activities do you do in the evening.
Get your pupils to observe the above pictures. Let them discuss what they
do every day from morning to night. Help them to understand the concept
of time.
110
3. Look at the names of days in a week shown below.
Sunday
Saturday
Monday
A
Friday
AN
Tuesday
G
Thursday
Wednesday
N
LA
TE
(a) What is the day after Sunday?

T
(b) What is the day between Monday and Wednesday?

ER
(c) What is the day after Saturday?

SC
(d) After how many days does Friday comes

after Sunday?
(e) How many days are there from Monday to

Sunday?
(f) How many days are there in a week?
Get your pupils to observe the above picture. Let them discuss the number
of months in a year.
4. Look at the months in the picture.
January
December
February
November
March
A
AN
October April
September
N G May
LA
August June
TE
July
T
Now answer the following questions.

ER
(a) Which month comes after January?
(b) Which is the month between April and June?

SC
(c) Which month comes after July?
(d) After how many months does December

come after September?
(e) How many months are there ?
Get your pupils to observe the above picture. Let them discuss the number
of days in a week.
112
Exercise
1. On a holiday on which activity do you spend more time? Mark those activities
with a .
A
2. Order the following activities according to what time you do them.
AN
N G
LA
3. Which activity takes more time? Mark ªµ to the one which takes more time.
TE
T
ER
4. Put ª µ for the one which goes faster.

SC
solve problems by themselves.
17 Money
1. Look at the currency notes and coins. Identify each one. Say how much
each one is.
A
AN
N G
LA
TE
T
ER
SC
Get your pupils to observe the notes and coins. Let them identify them.
Let them say how much is each of them.
114
2. Look at the coins shown below. Say in how many other ways we can give change.
A
AN
N G
LA
TE
T
ER
SC
Get your pupils to observe the above coins. Let them discuss in how many
ways we can give change for coins of bigger value.
3. Look at the coins and notes shown below. Say in how many other ways we can
give change.
A
AN
N G
LA
TE
T
ER
SC
Get your pupils to observe the above notes and coins. Let them discuss in
how many ways we can give change for notes of bigger value.
116
Exercise
1. Look at the coins in each row. Add their value and write in the box.
(a)
G R Rs.
(b) G R Rs.
A
AN
(c) G R Rs.
(d) G R Rs.
N
price of the item. Look at the example.
G
2. Look at the price of each item. Write in circles the value of coins equal to the
LA
Example:
TE
Rs. 6
(a)
T
Rs. 8
ER
(b)
SC
Rs. 9
(c)
Rs. 10
18 Shapes
1. Look at the picture.
A
AN
N G
LA
TE
T
ER
SC
Now answer the following questions orally.
a) Is the flag and the blackboard in same shape?
b) Identify the things which are of this shape (inside and outside your class room).
Get your pupils to observe the above picture. Let them discuss the shapes
of things.
118
Exercise
1. Match the figures which have the same shape. Look at the example.
A
AN
Example
G
2. Match the things on the left with their similar shapes on the right.
N
LA
TE
T
Ex
am
ER
pl
e
SC
solve the problems 1 to 7 by themselves.
3. Look at the three things in each row. Mark the one with a different shape ªµ
in the blank box.
A
AN
N G
LA
TE
4. Look at the shapes. Count them and write.

T
(a)
ER
In this picture how many are there?

SC
(b)
In this picture how many are there?
120
5. Observe the first three figures in each row. Write the next figure.
Ex:-
(a)
(b)
A
(c)
AN
6. Join the dots to draw different shapes. One is done for you.
N G
LA
TE
T
ER
SC
Get your pupils to understand the instruction for each problem. Let

7. Observe the diagram given below. Colour the same shaped parts with the same
colour. Count the parts which have the same shape.
A
AN
N G
LA
Write the number of parts
which have the following
TE
shapes.
T
ER
SC
Get your pupils to understand the instruction. Let them solve the above
122
19 Let Us Record
1. Look at the colours of flowers.
A
AN
N G
LA
TE
Write in the following table. How many flowers of each colour are there.
T
Colour of the flower Number of flowers

ER
Red 9
SC
Yellow
White
Get your pupils observe the colours of the flowers. Let them count the
flowers of each colour. Ask them to record the correct number in the
table.
2. Look at the pictures in the table given below.
A
AN
3
1
N G
LA
0
Count each type of fruit. Record the number in the table.
TE
Fruits Their number

T
ER
SC
Get your pupils observe the above table of fruits. Let them count each
type of fruit. Ask them to record the number in the table.
124
3. The details of cows, goats and hens that Ramayya has given in the form of
pictures. Count them.
A
AN
N G
LA
TE
T
Now record the numbers in the table given below.

Ramayya has the following in his farm.
ER
Animal Their number

SC
Get your pupils to observe the pictures. Let them count the animals and
record the number in the table.
Exercise
Look at the picture. Count each item. Enter the details in the following
table.
A
AN
N G
LA
TE
Items Their number

T
Ex:- Cows 5
ER
SC
Get your pupils to understand the instruction given for the problem. Let
them solve the problem by themselves.
126

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N A

Respect the Law Grow by Education

i Free Distribution by T.S.Government 2018-19

First Published 2011

This Book has been printed on 70 G.S.M. SS Maplitho Title

Free Distribution by T.S. Government 2018-19

Assistance organising incharge

Sri. K. Yadagiri, Lecturer,, S.C.E.R.T. , Hyderabad

Dr. P. Ramesh, Lecturer, IASE, Nellore.

iii Free Distribution by T.S.Government 2018-19

31-03-2011 Smt. B.Seshukumari

Then group activities must be orgnised to solve problems in a systematic manner, to

calculate and recording information etc.

before they can solve the problems by themselves.

knowledge for solving problems.

v Free Distribution by T.S.Government 2018-19

Unit – 3 and 4: Comparing three-digit numbers

expanded form is given

- Adding two digit numbers-both in expanded and short forms

Unit – 7 and 8: Subtraction of numbers

- Subtraction of two digit number-both in expanded and short forms.

Unit – 13: Length

- Valuing the standard tools of measurment.

Unit – 14: Weight

Unit -15: Volume

Unit – 16: Time

vii Free Distribution by T.S.Government 2018-19

- Identifying currency notes / coins

Unit – 18: Shapes

- Identifying different geometrical shapes without mentioning names like circle,

Unit Title Month Page No

1. Numbers from 1 to 20 June 1

2. Numbers from 10 to 99 June 8

3. Numbers with Three Digits July 25

6. Addition of Numbers (Carry over) August 58

8. Subtraction of Numbers September 70

10. Multiplication of Tables ( 1 to 10) November 84

11. Multiplication of Numbers (II) November 90

12. Division of one number by another number November 94

13. Length of Things December 100

14. Weight of Things December 103

15. Measure of Liquids Dec./ Jan. 106

16. Time January 110

17. Money February 114

18. Shapes February 118

19. Let us Record February 123

ix Free Distribution by T.S.Government 2018-19

Jaya he, jaya he, jaya he,

- Pydimarri Venkata Subba Rao

“India is my country. All Indians are my brothers and sisters.

I love my country, and I am proud of its rich and varied heritage.

1. How many huts are there?

3. How many branches are there to the Palm tree?

Ranga John Latha Basha Rama Uma

2. Who is the fifth student? ..................................

Example: What is the ordinal number of Seetha ? First

What is the ordinal number of Latha ?

1. How many animals are there in the above pictures?

2. How many vehicles can you see?